SETTING THE STAGE(To be reviewed before the session begins.)
Session Overview
In this session, participants will learn how to connect their laptops to an interactive whiteboard in the classroom.
Focusing Questions
How can I set up an interactive whiteboard to my laptop?
What are the materials that are needed to accomplish full functioning of the interactive whiteboard's capabilities?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Interactive Whiteboard
- USB cords
- VGA/RGB cables
Resources
N/A
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Have you ever seen a teacher struggle with an interactive whiteboard? As an iSquad member, you should be able to set one up to maximize functioning capacity. There are many neat functions that you can do with the smartboard and all its tools, learn how to use them.
In this session, you will learn how to ensure successful setup and use of interactive whiteboards.
Teaching
Today we will learn how to connect, activate and project an interactive whiteboard.
Watch as I take you through the steps of a complete setup of a "SMARTBoard".
Guided Practice
Indicate in which order you would use the following equipment.
Power Cable - Provides power to the projector.
VGA Cable - Sends images from the laptop to the projector, then to the board.
USB Cable - makes board interactive.
RCA to Audio Cable - sends sound to the speakers.
What effects would it have if a particular piece were left out? (see above)
WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Isquaders, today we will set up the interactive whiteboard to a laptop, adjust and calibrate the image, connect the speakers to the laptop, then disconnect the system.
Participant Activity
Participants will...
• Step1: Power up laptop.
• Step2: Find the cord that extends from the interactive whiteboard and connect it to your laptop’s USB port.
• Step3: Connect your projector to your laptop with a VGA cable.
• Step4: Connect RCA audio cable to your laptop.
• Step5: Power on the projector. (If image does not appear change LCD mode)
• Step6: Adjust Image (situate cart, lift projector tray up or down, make keystone adjustments)
• Step7: Calibrate (smartboard tools - control panel - Orient or holding down 2 buttons on board)
• Step8: Disconnect all cables and turn power off on the projector.
Facilitator Conferring
Take note of issues that the participants are encountering will completing their activity as well as particularly good examples of work that can be presented during the Share. SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Discuss any issues encountered:
Red Light on board - no connectivity
Corrupted Screen - image requires adjustment
Projector Malfunctions
Accidental disconnection of board
Lead a discussion about how this work addresses the focusing questions.
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session
Setting Up the Interactive Whiteboard
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session, participants will learn how to connect their laptops to an interactive whiteboard in the classroom.
Focusing Questions
How can I set up an interactive whiteboard to my laptop?
What are the materials that are needed to accomplish full functioning of the interactive whiteboard's capabilities?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Interactive Whiteboard
- USB cords
- VGA/RGB cables
Resources
N/A
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Have you ever seen a teacher struggle with an interactive whiteboard? As an iSquad member, you should be able to set one up to maximize functioning capacity. There are many neat functions that you can do with the smartboard and all its tools, learn how to use them.
In this session, you will learn how to ensure successful setup and use of interactive whiteboards.
Teaching
Today we will learn how to connect, activate and project an interactive whiteboard.
Watch as I take you through the steps of a complete setup of a "SMARTBoard".
Guided Practice
Indicate in which order you would use the following equipment.
Power Cable - Provides power to the projector.
VGA Cable - Sends images from the laptop to the projector, then to the board.
USB Cable - makes board interactive.
RCA to Audio Cable - sends sound to the speakers.
What effects would it have if a particular piece were left out? (see above)
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Isquaders, today we will set up the interactive whiteboard to a laptop, adjust and calibrate the image, connect the speakers to the laptop, then disconnect the system.
Participant Activity
Participants will...
• Step1: Power up laptop.
• Step2: Find the cord that extends from the interactive whiteboard and connect it to your laptop’s USB port.
• Step3: Connect your projector to your laptop with a VGA cable.
• Step4: Connect RCA audio cable to your laptop.
• Step5: Power on the projector. (If image does not appear change LCD mode)
• Step6: Adjust Image (situate cart, lift projector tray up or down, make keystone adjustments)
• Step7: Calibrate (smartboard tools - control panel - Orient or holding down 2 buttons on board)
• Step8: Disconnect all cables and turn power off on the projector.
Facilitator Conferring
Take note of issues that the participants are encountering will completing their activity as well as particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Discuss any issues encountered:
Red Light on board - no connectivity
Corrupted Screen - image requires adjustment
Projector Malfunctions
Accidental disconnection of board
Lead a discussion about how this work addresses the focusing questions.
ACKNOWLEDGEMENTS
Author: Brenda Perskin
Email: bperskin@schools.nyc.gov
School/Employer: IS93
Title: Teacher/ iSquad Faculty Advisor
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session